Saberes e práticas de professores de geografia referentes ao conteúdo cidade no cotidiano escolar
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Data
2009-06-19
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Universidade Federal de Goiás
Resumo
The aim of this research is to investigate the knowledge and the practices constituting
the training of the Geography teacher. The relationship between knowledge and
teaching practice is sought to be understood from the participation of this subject in the
universe city, as school content. The subject city marks then, in this proposal, a point of
reflection about the study of the space, in its dialectical understanding. It is having in
mind the theoretical proposal of school Geography that I take a look at the teaching
practice, as a bias which enables and promotes the training of students who are citizens
and critical individuals who see the city as a place of rights, access, and social insertion.
This research is considered a case study due to its nature, which aims to analyze the
knowledge that a group of Geography teachers, who work at the Public Education
Network, has upon the city. It is an inquiry that covers a qualitative approach for the
analysis and observation of lessons and interviews. Having three chapters, this thesis is
structured in parts which are interrelated and complete each other. Thus, the first part
presents a discussion about the training of the Geography teacher emphasizing,
specifically, the construction of professional knowledge that guides the teaching
practice. In the second part of the text, a remark about school Geography and its
contribution in the training of students is carried out. This chapter looks at the influence
of the school quotidian in the construction of the knowledge of the students. The school
experience and its routines come into play in the formation of interpersonal
relationships among the individuals and in the production of knowledge. In the third
part of this paperwork, the voices of the teachers subject of this research, who were
observed in their classroom practice and interviewed-, are heard and discussed. It is
tried, in this chapter, to articulate the issue of professional identity with the construction
of knowledge of the teachers which refer to the subject city. It is at this moment that the
subjectivity of the teacher is discussed, as a product or effect of knowledge and personal
and professional experiences. From the considerations of the teachers interviewed, we
identified different types of professionals who, when listing their beliefs about the
teaching of Geography, allow distinctions which classify them as individuals resistant to
change, conniving with the tradition of teaching, or as innovative individuals, who are
trying to break free from the limitations which are imposed to them in the public
activity of being a Geography teacher.
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Citação
BENTO, Izabella Peracini. Knowledge and practices of teachers of geography regarding the subject city in the school quotidian. 2009. 122 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2009.